adrianus wrote:Maybe a buddy system that accidentally on purpose pairs strongest and weakest students might help.
Lately, I do this with the exercises from the Workbook. When it works, it works really well. However, I have found there to be a ceiling to how long students, especially Middle Schoolers, can productively work in groups.
When I have translated in "groups," I like to assign sections to certain pairings and have them present their section to the class. Again, what works depends on the students. I kept getting burned on this last year and have not tried it so much this year (I really had some characters last year. Not the good kind, either). We are on that long grammar section at the end of Chapter eight. Maybe it is time.
adrianus wrote:You can't judge the resources alone.
I agree. Different strokes for different folks. I am of the opinion that a good teacher can teach out of any book. The same for a good student. Both are in short supply.
I have taught out of traditional and non-traditional latin books. Using Lingua Latina
was an experiment that is working better than I had hoped. When I first discovered Lingua Latina
, I thought it would be impossible to use in a classroom as the primary text. I still think it is the ideal transition text from textbook to real Latin. It should be used in the first quarter of every Latin III class or the last quarter of Latin II. However, I am also finding it to be useful in the Beginning Latin classroom.
I only post these musings because of the strong Lingua Latina
sentiment on this site. I will keep people posted on the class.
When a true genius appears, you can know him by this sign: that all the dunces are in a confederacy against him. ~Swift